Instructional Plan for 1920s/The Great Gatsby WebQuest on "How does setting affect characterization"
1. Sufficiently Detailed
Yes, there are abundant details that would allow any teacher to implement this WebQuest.
2. Additional Resources
There is a quiz created by the Musee McCord website in Montreal on the 1920s. Students can test their 1920s knowledge here if they are unsure of their readiness to proceed to the writing step of the WebQuest.
3. Methods for Linking New Knowledge/Skill to prior student experiences
Students are asked to provide brief descriptions in their writing of other characters that have been affected by setting (i.e Hester Prynne in The Scarlett Letter)
4. Estimate of time to complete the WebQuest
Six class periods: 2 for research, 2 for writing, 2 for editing and formatting final product
5. Suggestions for breaking up time if learning activities take longer than a typical school period
Students are allotted specific class periods to complete steps in the WebQuest but are encouraged to continue work at home if needed as all resources will be accesible outside of school.
6. Groupings of learners
Students will be grouped by varying capabilities and are encouraged to share their strengths where others may show weaknesses.
7. Provided Links
Links are provided for all necessary resources.
8. Extended learning activities
Links are provided to other works by Fitzgerald and members of the "Lost Generation" (Hemingway, Stein, etc.)
1. Sufficiently Detailed
Yes, there are abundant details that would allow any teacher to implement this WebQuest.
2. Additional Resources
There is a quiz created by the Musee McCord website in Montreal on the 1920s. Students can test their 1920s knowledge here if they are unsure of their readiness to proceed to the writing step of the WebQuest.
3. Methods for Linking New Knowledge/Skill to prior student experiences
Students are asked to provide brief descriptions in their writing of other characters that have been affected by setting (i.e Hester Prynne in The Scarlett Letter)
4. Estimate of time to complete the WebQuest
Six class periods: 2 for research, 2 for writing, 2 for editing and formatting final product
5. Suggestions for breaking up time if learning activities take longer than a typical school period
Students are allotted specific class periods to complete steps in the WebQuest but are encouraged to continue work at home if needed as all resources will be accesible outside of school.
6. Groupings of learners
Students will be grouped by varying capabilities and are encouraged to share their strengths where others may show weaknesses.
7. Provided Links
Links are provided for all necessary resources.
8. Extended learning activities
Links are provided to other works by Fitzgerald and members of the "Lost Generation" (Hemingway, Stein, etc.)